Bulletin of the American Physical Society
2008 Joint Meeting of the APS Ohio-Region Section, the AAPT Southern Ohio Section, and the ACS Dayton-Section
Volume 53, Number 8
Friday–Saturday, October 10–11, 2008; Dayton, Ohio
Session C2: Education |
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Chair: Elizabeth George, Wittenberg University Room: Brehm Labs, Oelman Hall 165 |
Saturday, October 11, 2008 8:00AM - 8:12AM |
C2.00001: Learning what's hard about Physics by Inquiry's Properties of Matter Gordon Aubrecht We attempted to determine what topics seem hardest for students taking the Physics by Inquiry Properties of Matter course at OSU's Marion Campus. We examine data from several years, which show that uncertainty appears to be the most difficult topic for students. [Preview Abstract] |
Saturday, October 11, 2008 8:12AM - 8:24AM |
C2.00002: ABSTRACT WITHDRAWN |
Saturday, October 11, 2008 8:24AM - 8:36AM |
C2.00003: Changing student's attitudes about teaching in a science course for teachers Todd Smith, Mary Kay Kelly, Beth Basista Teacher education programs generally have different courses designed to give pre-service teachers multiple opportunities to develop as teachers. Science content courses, general methods courses, and field experiences help the pre-service teacher to begin to develop pedagogical content knowledge (PCK). However, research has established that one of the difficulties for pre-service science teachers is the disconnect between how they have learned their science content and how they are expected to teach that science content to K-12 students. Science content courses for pre-service teachers can be enhanced when content-specific best practices are incorporated, modeled, and made explicit. We have studied the effect of modeling content-specific best practices in a physics content course at The University of Dayton by assessing the students' content knowledge and attitudes towards teaching both before and after the course. The results of our study will be presented in this talk. [Preview Abstract] |
Saturday, October 11, 2008 8:36AM - 8:48AM |
C2.00004: Hosting a Successful Science Fair to Boost Interest in Science James Sullivan, Thomas Cruse Science fairs are a popular way for junior and senior high school students (grades 7 through 12) to display science and engineering projects and participate in a competition for prizes and honors. In the state of Ohio students can advance through their school fairs to district science fairs and then on to the State Science Day in early May. The University of Cincinnati (UC) has hosted one of the Ohio district science fairs since 2005 - the official name is the UC Science and Engineering Expo (UCSEE). The University hosts between 300 and 400 student projects at this event. The day itself includes the training of the 200+ judges, the actual judging, activities for the students' families and friends, tours of the UC campus facilities, and culminates with a guest speaker and an awards ceremony. The students compete for prizes and scholarships worth approximately {\$}50k and over 100 of the UCSEE projects typically advance to participate in State Science Day. Additionally some top projects from the UCSEE are also sent directly to the International Science and Engineering Fair (ISEF). The authors have been heavily involved in the planning, organization and production of the UCSEE since UC began offering it in 2005. Much of the planning and background work, as well as memories, from this major project will be discussed in this presentation. [Preview Abstract] |
Saturday, October 11, 2008 8:48AM - 9:00AM |
C2.00005: Working to have an IMPACT Gordon Aubrecht In 2004-2005, I was part of a team that won a Department of Education grant, known as IMPACT. We worked with K-12 teachers in Marion and Newark, helping them rethink how they were teaching, helping them ask more (and better) questions. Some of the teachers were in the middle school in Marion, Ohio. They contacted the administration of the City Schools and suggested that I be involved in improving science scores at the middle school level. We submitted a seed grant proposal to the Ohio Department of Education that was funded. We had teacher buy-in; the union agreed and each teacher agreed to be part of the program. We submitted a full proposal, with the title ``Systemic Change Through Embedded Professional Development at a STEM+C Middle School (IMPACT II),'' which was funded. We envision our program to involve teachers in hands-on activities and questioning. This talk will present more details of the program currently being implemented at Grant Middle School. [Preview Abstract] |
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